I’m not a big cook, but even I know that a spatula is not the most intuitive tool with which to make a sandwich (although it can be done!). As part of this week’s assignment, I did just that-- I made a sandwich using tools that were chosen for me by someone who had no knowledge of how I would be using them.
How does this relate to educational technology, you may ask? Well, the Technological Pedagogical Content Knowledge (TPACK) framework, which is summed up succinctly here and explored in depth here, emphasizes the connection between technology and teaching content. No tool is universally applicable to teach all content, and an important aspect of technology integration is knowing what technology is appropriate to use in a given context. Rather than starting with the technology and then planning the lesson or experience, technology should be woven into your practice in a way that enhances it.
On the flip side, I would also like to acknowledge that technology is meant to be played with, and creative uses of tools can lead to unexpected results. Spatulas weren’t designed for slicing bananas, but they can do it (pretty well, I might add…). Apps like iMovie and GarageBand weren’t created for use in classrooms, yet I often see teachers at my school employing them for various projects. Considering that most technologies were not designed for use in education, the TPACK framework allows for a lot of creativity and innovation.
Check out my video below, and share your thoughts in the comments!
References:
Marcotte, C. (2013, April 24). TPACK in 2 minutes [Video file]. Retrieved from https://www.youtube.com/watch?v=FagVSQlZELY
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
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